부산대학교 도서관

Background: Studies have confirmed that a combination of pharmacological and non-pharmacological pain management is effective in controlling patients' pain but non-pharmacological pain management has not been incorporated into formal nursing education in Taiwan. Objective: The purpose of this study was to develop a flipped teaching training course integrating self-efficacy in nonpharmacologic pain management and to explore the impact of the curriculum on the knowledge, skills, attitudes, self-efficacy, and behaviors of nursing staff in nonpharmacologic pain management. Methods:This study used a quasi-experimental design with a convenience sample of nurses from two hospitals in a Taiwanese healthcare system, recruiting 40 for each of the control and experimental groups. The experimental group received a 5-hour flipped teaching training course that integrated self-efficacy for nonpharmacologic pain management. The control group was post-tested at the same time point as the experimental group and did not receive any specific intervention. Before and after the intervention, both groups were required to complete the knowledge, attitude, and self-efficacy scales, behaviors for nonpharmacologic pain management, and take skills test for M Technique and stretching exercises. The experimental group also received a survey on satisfaction with course learning. GEE analysis was used to examine the effects of the flipped teaching intervention on knowledge, attitudes, skills, self-efficacy, and behaviors in nonpharmacologic pain management. Results: There were no significant differences in the knowledge, attitude, self-efficacy scores, and behaviors between the two groups in the pretest. After the intervention of the flipped teaching training course integrating self-efficacy in nonpharmacologic pain management, the results showed that the knowledge, attitude, skills, and self-efficacy of nursing staff on nonpharmacologic pain management improved. The experimental group also significantly outperformed the control group in terms of the types of nonpharmacologic pain management and the changes in the number of implementation days, indicating that the intervention of flipped teaching training courses could improve the behavioral performance of nonpharmacologic pain management. In addition, the experimental group had a course learning satisfaction score of 96, indicating that the participants agreed that the intervention of the flipped teaching course could enhance their self-confidence in performing nonpharmacologic pain management behaviors and strengthen their skill learning memory. Conclusion／Suggestion: This study demonstrates that flipped teaching helps nurses learn nonpharmacologic pain management. In the future, the nursing staff's clinical practice performance and the impact on patient care should be continuously tracked. Also, it is recommended that nursing school education in Taiwan should incorporate these two nonpharmacologic pain management treatments (aromatherapy and M Technique) in the curriculum so that nursing students can be exposed to the knowledge early and apply it to individual patient care in clinical practice.